A Pragmatic Study of Speech Acts by Iranian and Spanish Nonnative English Learners

Abstract

This study was an attempt to investigate Iranian and Spanish intermediate nonnative English learners’ request strategies to their faculty. To this aim, 74 (50 Iranian and 24 Spanish) nonnative English intermediate learners participated in this study. A discourse completion test (DCT) was used to elicit the request strategies used by the participants. The findings suggested the participants employed the conventionally indirect request strategy to their faculty in a higher percentage. The results revealed that the effect of L1 was not significance on the choice of request strategies by the participants to the faculty.